Abstract: The study assessed the impact of financial resource management constraints on the implementation of Competency-Based Education (CBE) in public junior schools in Baringo County, Kenya. The shift to CBE in Kenya demanded effective financial planning, budgeting, and resource allocation to sustain learner-centered approaches. However, schools in rural and resource-limited contexts such as Baringo County experienced challenges that hindered smooth implementation. The study adopted a descriptive research design guided by positivist philosophy, targeting 1,739 respondents, including head teachers, junior school teachers, and sub-county directors. A sample of 317 respondents was selected using stratified random sampling. Data were collected through structured questionnaires and semi-structured interviews, and analyzed using both descriptive and inferential statistics, complemented by thematic analysis for qualitative data. The findings revealed that inadequate financial planning, delayed fund disbursement, weak accountability systems, and poor budget prioritization significantly affected the provision of instructional materials, teacher training, and infrastructural development required for CBE. Regression analysis indicated a strong relationship between financial resource management practices and effective curriculum implementation. The study concluded that strengthening financial management capacity and timely funding are essential for successful CBE implementation. It recommended enhanced budgetary oversight, capacity building for school managers, and strategic government support to ensure sustainable financing of CBE reforms.

Abstract: This study explores the implementation, benefits, challenges, and sustainability of the School Feeding Programme (SFP) in Rwanda through the perspectives of key stakeholders school leaders, parents, and learners. Using a qualitative approach, data were collected from three schools across diverse settings, including urban, rural, and refugee camp contexts. The study employed in-depth interviews with school leaders and parents, and focus group discussions with learners in upper primary levels (P4–P6). Findings reveal five major themes: perceived benefits of the SFP, implementation practices and stakeholder roles, challenges in programme delivery, community participation and ownership, and sustainability with recommendations for improvement. Participants recognized the SFP’s positive impact on attendance, concentration, and performance though challenges like unstable funding, weak infrastructure, low community involvement and regional disparities limit its effectiveness. Implementation models varied depending on context, with refugee schools relying heavily on external partners, while public schools engaged parents and local communities. Community participation was identified as both a strength and a challenge, with effective parental involvement enhancing programme ownership, while weak engagement led to inequities in contributions. The study also highlighted the need for continuous capacity building for stakeholders, stronger monitoring and evaluation mechanisms, and increased government support to ensure sustainability. This research contributes to a better understanding of the contextual dynamics of the School Feeding Programme in Rwanda and provides evidence-based recommendations for policy and practice.